Online active learning in undergraduate dental education: A scoping review

Abstract

PurposeResearch on online active learning (OAL) in dental education has increased in recent years; however, this literature has yet to be comprehensively summarized to document the available evidence and identify research gaps. This scoping review aimed to comprehensively map the extent and depth of the research activity on OAL in undergraduate dental education.MethodsThe review adhered to Arksey & O'Malley's multi‐step framework and followed the PRISMA Extension Scoping Reviews guidelines. Searches were conducted in MEDLINE, Embase, Scopus, and ERIC databases for peer‐reviewed primary research articles in English published between December 2013 and 2023. Four trained researchers independently screened titles, abstracts, and full‐text articles for eligibility and extracted relevant data. All activities and information were cross‐checked by the same researchers. A tested, methodologically‐informed form was used for data extraction. Descriptive statistics and content analysis were used to summarize the extracted data.ResultsThirty‐five articles were included in the review. Most studies focused on dental students exclusively, with only two studies involving students and faculty. All studies performed outcome evaluations at reaction and/or learning levels. Problem‐based learning, case‐based learning, small group discussion, flipped learning, and blended learning were the most common active learning strategies employed. Dental students were satisfied with OAL and perceived it as beneficial for knowledge acquisition and skill development. Test results confirmed the improvement of knowledge through OAL.ConclusionOAL has shown to improve learning outcomes in dental education; however, robust research designs are needed to further demonstrate its effectiveness in this educational context.